Research Paper on:
IQ Testing and Biases of Culture and Race

Unformatted Sample Text from the Research Paper:
"Tennis is to racquet as golf is to: (a) club; (b) strike; (c) bat; (d) swing" (Newman and Smith, 1999) appears to be a straightforward multiple choice question. Tennis  is played with a racquet; the obvious connection is that golf is played with a club. This is a typical question on standard IQ tests administered to children (Newman  and Smith, 1999), and the connection is quite obvious to those children who have had some kind of exposure to both golf and tennis. It can be quite mystifying  to low-income urban children; children in rural areas that have no tennis or golf facilities; or children of other cultures in which neither tennis nor golf is even mildly popular.  Tests comprised of questions such as this one formerly provided the basis for consistent conclusion that white children - and therefore the white  race - were more intelligent than others. Moreover, those from middle- and upper-class backgrounds were more intelligent than those from the working class. This erroneous position persisted for  decades, and continues to be problematic in IQ testing. While it is promising that researchers and test developers are aware that such bias exists, actually eliminating it has been  far more difficult than only recognizing that the problem exists. The Cultural Slant An alternative that has been tested in various settings is  to widely swing the cultural slant of IQ test questions in an opposite direction. As example, a question that Newman and Smith (1999) present is, "Chicano term for the  police: (a) la migra; (b) la chota; (c) el gabacho; (d) el pachuco." Another is a question addressing where the Aztecs migrated from before settling in Mexico City (Newman